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TAs

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Carmel McNaught. Professor of Learning Enhancement. Centre for Learning ... If you don't know the answer to a question, compliment the questioner and say so ... – PowerPoint PPT presentation

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Title: TAs


1
Introduction
A guide to giving good presentations and lectures
for
  • TAs
  • Teaching staff
  • Conference presenters

2
Applies to
  • Summaries by TAs in tutorials
  • Lectures
  • Conference presentations
  • Seminar talks
  • Other presentations

3
Effective lectures and presentations
  • Introduction
  • What is an effective presentation?
  • Beginning a presentation
  • Structuring a talk
  • Ending a presentation
  • Relevance
  • Activities in lectures
  • Visual aids
  • Delivery skills
  • Handling questions
  • Preparation and practice
  • Contributors
  • Evaluation

4
Activity / Summary
  • Each topic ends with an activity or summary
  • Some are multimedia activities for you to
    complete
  • Others help you reflect on a talk you need to
    prepare
  • The preparation topic has a reflective checklist
    covering the key questions you need to ask about
    your talk

5
What is an effective presentation?
6
What is involved in effective oral presentations?
Assisting the audience to learn something new.
  • Hence you need to
  • Organize your thoughts materials
  • Present them logically to an audience
  • Engage your audiences interest
  • Promote interactivity with the audience
  • Express ideas clearly

7
Understand the audience
  • Analyze audiences
  • Who?
  • How many?
  • Why do they come?
  • What do they already know?

8
Engage the audience
  • Engage audiences
  • Start the talk with excitement tailored to the
    audience
  • Relate the topic or subject of the talk directly
    to their interests

9
Know their needs
  • It is important to know the concerns and needs of
    your students
  • Understand what your students need before
    planning your class

Andrew C.F. Chan Director, Executive MBA
Programme Professor, Marketing Vice-Chancellor's
Exemplary Teaching Award Winner
10
Shift with their needs
  • Students are important in shaping course
  • Try to include materials which students are
    really interested in
  • Courses can be shifted to meet students interests

Gordon Mathews Associate Professor,
Anthropology Vice-Chancellor's Exemplary Teaching
Award Winner
11
Topic 1 Prepare your talk
  • Think about the talk you are preparing
  • Who are your students/audience?
  • What is the purpose of your talk?

12
Beginning a presentation
13
Starting a class
  • Review of previous lesson
  • Clear set of objectives
  • Outline of key points/ activities

14
Last weeks Objectives
  • To explore the meaning of professional learning
    in schools.
  • To examine six key professional development
    themes
  • To apply new learning to own context

15
Last weeks Objectives
  • To explore the meaning of professional learning
    in schools.
  • To examine six key professional development
    themes
  • To apply new learning to own context

16
This weeks Objectives
  • To explore the foundations of professional
    learning in schools
  • To determine levels of school action associated
    with establishing firm foundations
  • To continue our search into the meaning of
    professional development on our school contexts
  • To finalize our learning groups

17
Last weeks Objectives
  • To explore the meaning of professional learning
    in schools.
  • To examine six key professional development
    themes
  • To apply new learning to own context

18
This weeks Objectives
  • To explore the foundations of professional
    learning in schools
  • To determine levels of school action associated
    with establishing firm foundations
  • To continue our search into the meaning of
    professional development on our school contexts
  • To finalize our learning groups

19
Outline
  • Footings for professional learning (Deep, wide,
    durable enough?)
  • Activity Footings in our schools
  • 4 levels of action (Personal, Structural,
    Political, Cultural)
  • Build on last weeks definition of PD (Learning
    opportunities, improved practice, engagement)
  • Case study MOI and professional learning

20
Our road map
  • Introduction
  • What is an effective presentation?
  • Beginning a presentation
  • Structuring a talk
  • Ending a presentation
  • Relevance
  • Activities in lectures
  • Visual aids
  • Delivery skills
  • Handling questions
  • Preparation and practice

21
Structuring a talk
22
Golden rule
  • 1. Tell what you are going to tell
  • 2. Tell it
  • 3. Then, tell what you have told
  • Say what you are going to say, say it, then say
    it again

23
Structuring a technical presentation
Uncover key points by telling 1. Why you did
the work 2. How you did it 3. What you found 4.
What you think it means
24
Transition between topics
Tell listeners when finishing one section and
starting another. Ive talked about the
principle of operation now I will turn my
attention to the experiment
25
Concentrate on key concepts
  • Concentrate on teaching key concepts, rather than
    detail, and make the fundamental concepts explicit

26
Concentrate on key concepts
  • Fundamental knowledge is most important
  • Technology advances rapidly while the fundamental
    knowledge remains unchanged
  • Teach the fundamentals so that students can
    establish a solid foundation and be able to adapt
    and learn new things more easily

27
Organizing presentations
Organize and sequence information quickly
28
Organizing presentations
  • Chronological by time
  • Spatial by geographical location
  • Topical by topic
  • Problem solving by questions answers
  • Causal relationship by explaining reasons

29
Ending a presentation
30
Preview review
Preview and review effectively your most
important points
31
End with impact
End presentations with a review of main points
32
Concluding a class
  • Review the objectives
  • Review the outline of the class
  • Check the students understanding
  • Overall summary

33
Outline
  • Footings for professional learning (Deep, wide,
    durable enough?)
  • Activity Footings in our schools
  • 4 levels of action (Personal, Structural,
    Political, Cultural)
  • Build on last weeks definition of PD (Learning
    opportunities, improved practice, engagement)
  • Case study MOI and professional learning

34
This weeks Objectives
  • To explore the foundations of professional
    learning in schools
  • To determine levels of school action associated
    with establishing firm foundations
  • To continue our search into the meaning of
    professional development on our school contexts
  • To finalize our learning groups

35
Part 2, 3 4 - Summary
  • Introduction - need clear purpose statement or
    roadmap
  • Body - needs coherent logical structure
  • Fundamental concepts - make them explicit
  • Fundamental concepts - avoid excess detail
  • Conclusion - give summary of key concepts

36
Relevance
37
What arouses interests
  • Problem
  • Question
  • Concern

Relevance
38
Relevance to current issues
  • Keep up-to-date with current issues

39
Relevance to local issues
  • Relate to local issues
  • To do this you have to make sure you understand
    the local context

40
Relevance to real life
  • Most of my students are primary and secondary
    teachers, or those who are interested in
    becoming teachers.
  • When I teach, firstly, I will stick to the gist.
    Since there are various educational theories, I
    will intentionally select important points for
    in-class discussion and explanations, hoping to
    increase learning interest and motivation.

41
Relevance to real life
  • (cond)
  • Secondly, I will share my teaching experience
    with my students. Education involves working
    with people I wish my students knew how to
    interact with their pupils. I will integrate my
    experience with educational theories, allowing my
    students to know how to apply theories to
    teaching.
  • Thirdly, I will design activities for my students
    to learn actively and in a lively way by
    employing role-play,

42
Relevance to real life
  • (cond)
  • inviting them to participate, hoping to make the
    learning environment as lively as possible, and
    to have them learn as much as possible.
  • The reasons for using the above methods were
    because I was deeply affected by human
    psychology, for it talked about teaching
    attitudes, that one needed to be affectionate,
    knew how to respect and to be sincere to
    others.

43
Relevance to real life
  • (cond)
  • As an educator, I should be understandable, know
    the needs of my students as well as their
    feelings this was what I meant by being
    affectionate.
  • Even though they are my students, I have to
    respect them and to sincerely interact with them.
  • I do not mind sharing both my successful and
    failure experiences with my students for I
    believe this will enhance their learning.

44
Avoid excessive detail
Get to the essentials of a message -- avoid the
"data dump"
45
Avoid excessive content
  • Pace your teaching so that students can absorb
    what is being taught
  • Teach motivate students to learn at their own
    pace

46
Topic 5 Relevance
  • How are you going to arouse interest?
  • How are you going to show your material is
    relevant?

47
Activities in lectures
48
Visual aids
49
Purpose of visual aids
Visual aids are to help the audience understand
the key concepts
50
Advantage of visual aids
A picture is worth a thousand words!
A good picture is worth much more than a thousand
words!
51
Rules of using visual aids
Keep visual aids simple and legible
KISS Keep It Short Simple
52
Examples of slides
  • Make slides clear
  • Need to be visible and large enough for the room
  • Not too much on each slide
  • Use enough slides BUT NOT TOO MANY

53
Number of slides
Design the right no. of visuals.
Rule of thumb One and half minute per visual.
54
Delivery skills
55
Delivery skills
  • Project voice
  • Do not read talks
  • Command attention
  • Body language

56
Project your voice
Look at the audience Hold up head and speak to
people at the back of the room
57
Do not read talks
Do not read your talk, if you read, you tend to
speak too fast
58
Command attention
Command listener attention by varying your
delivery style.
59
Command attention
  • Content
  • Is it
  • Relevant
  • Benefiting
  • Concerning

60
Avoid fillers
Avoid saying words too often such as uh, ya,
you know,
61
Body language
  • Use body language to attract attention
  • BUT avoid distracting mannerisms

62
Topic 8 Activity
  • What are the 3 things you should do when
    delivering your talk?
  • What are the 2 things you should not do?

63
Handling questions
64
Handling questions
  • Anticipate the questions
  • Actively try to get questions
  • Keep answers short and focused

65
Interaction management
Deal properly with challenges/ resistance
66
Interaction management
Demonstrate good listening
67
Interaction management
Defuse hostility and avoid defensiveness
68
Awkward questions
  • If you dont know the answer to a question,
    compliment the questioner and say so
  • Give an answer at the next tutorial

69
Topic 9 Prepare questions
  • Think of 2 questions you might ask the audience
    during your talk

70
Preparation practice
71
Preparation practice
Practice makes perfect!
72
Reflection checklist - large classes needs
improvement 1 good 2
excellent 3
Criteria Rating Comment
Introduction - clear purpose statement or roadmap
Body - coherent logical structure
Fundamental concepts - made explicit
Fundamental concepts - avoided excess detail
Relevance - gave examples to show relevance of theory
Visual aids - helped understanding of content
Delivery - spoke clearly and audibly
Feedback - maintained eye contact for monitoring
Conclusion - gave summary of key concepts
Overall Reflection Overall Reflection Overall Reflection
73
Conclusion
A good presentation should enhance your stature
as a TA or researcher.
Poorly prepared and delivered presentation will
do the opposite.
A lifetime learning process!
74
The End
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